UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING (MoEVT)

INFORMATION & COMMUNICATION TECHNOLOGY (ICT)

POLICY FOR BASIC EDUCATION

ICT for Improved Education

http://www.moe.go.tz
Oar es Salaam

August, 2007
 Foreword

Tanzania cannot afford to overlook the importance of information and

communication technology (ICT) for improved access, equity, quality and
relevance of education. In our inter-connected world, knowledge and information
are becoming corner stones for the development of a society, as is the ability to
communicate. It is our duty to prepare our children so that they can benefit from
and contribute to our country's development in the information age. We must
therefore take advantage of the full range of ICTs, from radio and mobile
telephony to computers and the Internet, to build the foundation for a well
educated and learning knowledge society.

The Ministry of Education and Vocational Training has developed this policy to
guide the integration of ICT in Basic Education. The policy covers Pre-primary,
Primary, Secondary and Teacher Education, as well as non-formal and adult
education. It is guided by the overall objectives of education policies, and
relevant national development policies, including the Tanzania National ICT
Policy of 2003. Since ICT is a cross-cutting tool, this Policy is also linked to ICT
activities in other areas and sectors, especially Vocational Training, Higher
Education, and Regional Administration and Local Government.

The benefits of ICT can only be reaped through the commitment and
collaboration of all stakeholders. This is why we have consulted a wide range of
stakeholders in the development of this Policy, from the Public and Private
Sectors, Civil Society and Academia. We appreciate the valuable inputs of all
sectors, and the importance they have attributed to this Policy.

We hope that this Policy provides a comprehensive framework for future

partnerships to harness the power of ICT for the realization of Tanzania's
educational objectives.

Hon. Mrs. Margaret Simwanza Sitta (MP)

Minister for Education and Vocational Training

Dar es Salaam, July, 2007

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Table of Contents

Table of Contents..................................................................................................................... ii
Acronyms ................................................................................................................................ iv
1.0 Introduction........................................................................................................................ 1
1.1 Education Objectives .................................................................................................... 1
1.2 Background.................................................................................................................... 1
1.3 What is ICT?.................................................................................................................. 2
1.3 Scope of Policy.............................................................................................................. 2
1.4 Expected Outcomes....................................................................................................... 2
1.5 Prioritization and Sustainability of Implementation ................................................... 3
2.0. ICT Philosophy for Basic Education – Vision and Mission.......................................... 3
3.0. Objectives and Challenges of ICT Policy for Basic Education..................................... 4
3.1. Objectives of ICT Policy for Basic Education ........................................................... 4
3.2. Challenges of ICT Policy for Basic Education .......................................................... 4
4.0 Situational Analysis of ICT in Basic Education.............................................................. 5
4.1 General Status of ICT in Basic Education................................................................... 5
4.2 ICT Development in Teacher Education ..................................................................... 6
4.3 ICT Development in Secondary Education ................................................................. 7
4.4 ICT Development in Primary Education ..................................................................... 7
4.5 Education Management Information System (EMIS) ................................................ 7
4.6 ICT Development at Agency for Development of Educational Management
(ADEM) ............................................................................................................................... 8
4.7 ICT Development at Institute of Adult Education (IAE) ........................................... 8
4.8 ICT Development at National Examinations Council of Tanzania (NECTA).......... 8
4.9 ICT Development at Tanzania Institute of Education (TIE) ...................................... 8
4.10 ICT Development at Tanzania Library Services Board (TLSB).............................. 8
4.11 ICT Development at the Vocational Education and Training Authority (VETA).. 9
4.12 Other Initiatives........................................................................................................... 9
5.0 Policy Context ................................................................................................................. 10
5.1 The Tanzania Development Vision 2025 .................................................................. 10
5.2 The National Strategy for Growth and Reduction of Poverty (NSGRP)................. 10
5.3 The Millennium Development Goals (MDGs).......................................................... 10
5.4 National Information and Communications Technologies Policy ........................... 10
5.5 Education and Training Policy of 1995 (ETP).......................................................... 10
5.6 The Education Sector Development Programme (ESDP) ........................................ 10
5.7 Education Sector Review............................................................................................ 11
5.8 The World Summit on the Information Society (WSIS) .......................................... 11
5.9 Other Related National ICT Initiatives ...................................................................... 11
5.10 Stakeholder Participation.......................................................................................... 12
6.0. ICT Policy Statements.................................................................................................... 13
6.1. Infrastructure and Technical Issues........................................................................... 13
6.2. Curriculum and Content............................................................................................. 14
6.3. Training and Capacity Building ................................................................................ 16
6.4. Planning, Procurement and Administration.............................................................. 17
6.5. Management, Support and Sustainability ................................................................. 18
6.6. Monitoring and Evaluation........................................................................................ 19
7.0. Modalities for Implementation ...................................................................................... 21
8.0. Appendices...................................................................................................................... 22
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 Appendix I: Draft Terms of Reference for ICT4E Unit at MoEVT............................... 22
Appendix II: Proposed Operational Structure for ICT4E Unit in MoEVT ................... 23
Appendix III: Indicative Partnership Framework for Implementation .......................... 24
9.0. References....................................................................................................................... 25

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Acronyms

ADEM : Agency for Development of Educational Management

CBO : Community Based Organization
COSTECH : Tanzania Commission for Science and Technology
DEO : District Education Officer
DIT : Dar es Salaam Institute of Technology
EFA : Education for All
EMIS : Education Management Information System
ESDP : Education Sector Development Programme
ETP : Education and Training Policy
FOSS : Free and Open Source Software
IAE : Institute of Adult Education
ICDL : International Computer Driving Licence
ICS : Information and Computer Studies
ICT : Information and Communication Technology
ICT4E : Information and Communication Technology for Education
ICT4RD : Information and Communication Technology for Rural Development
IICD : International Institute for Communication and Development
IT : Information Technology
LAN : Local Area Network
MDGs : Millennium Development Goals
M&E : Monitoring and Evaluation
MHEST : Ministry of Higher Education, Science and Technology
MIS : Management Information System
MoEVT : Ministry of Education and Vocational Training
NECTA : National Examinations Council of Tanzania
NER : Net Enrolment Ratio
NGO : Non-Governmental Organization
NSGRP : National Strategy for Growth and Reduction of Poverty
OUT : Open University of Tanzania
PEDP : Primary Education Development Plan
PO-PSM : President’s Office-Public Service Management
RAO : Regional Academic Officer
REO : Regional Education Officer
SEDP : Secondary Education Development Plan
Sida : Swedish International Development Cooperation Agency
SLO : Statistical and Logistics Officer
TANESCO : Tanzania National Electricity Supply Company
TCLSS : Tanzania Computer Literacy for Secondary Schools
TCRA : Tanzania Communications Regulatory Authority
TEA : Tanzania Education Authority
TEHAMA : Teknolojia ya Habari na Mawasiliano
TERnet : Tanzania Education and Research Network Project
TGDLC : Tanzania Global Development Learning Centre
TIE : Tanzania Institute of Education
TLSB : Tanzania Library Services Board
UDSM : University of Dar es Salaam
VETA : Vocational Education and Training Authority
VSAT : Very Small Aperture Terminal
VSO : Volunteer Services Overseas
WSIS : World Summit on the Information Society

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 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
ICT POLICY FOR BASIC EDUCATION

1.0 Introduction
As recognized in Tanzania’s National ICT Policy of 2003, information and
communication technology (ICT) offers new opportunities to enhance education and to
improve the quality of delivery of education in all areas. The Ministry of Education and
Vocational Training (MoEVT)1 believes that the use of ICT in teaching and learning as
well as administration and management represents a powerful tool with which to achieve
educational and national development objectives. The Ministry has therefore formulated
this policy to guide the integration of ICT in basic education.

1.1 Education Objectives

This policy is directed at the achievement of the objectives of Tanzania’s education
policies and education development programmes. As stated in the education policy of
1995, the overall aims of education in Tanzania are, among other things:

“to promote the acquisition and appropriate use of literary, social, scientific,
vocational, technological, professional and other forms of knowledge, skills and
understanding for the development and improvement of man and society.”2

In 2001, the education sector development programme (ESDP) was launched, to realize
the objectives of education policies by addressing critical issues, including ICT. The main
objectives of this programme include: to decentralize management of educational
institutions; to improve the quality of education, both formal and non-formal; to promote
access and equity to basic education; and to promote science and technology. Special
mention is made of the need to improve and expand girls’ education, to ensure access to
education by special social and cultural groups, to give appropriate education to children
with disabilities, and to provide education facilities to disadvantaged areas.3

1.2 Background
In light of the many challenges Tanzania has to overcome in order to provide quality
education for all, ICT should be given high priority. Unless action is taken soon, the
country will fall further behind in the global information society, be unable to participate
in the knowledge economy effectively, and its people will lack the skills they need for
life in the digital age.

The Ministry is thus promoting the introduction and integration of ICT in the education
sector. ICT will play an important part in improving the lives of people in Tanzania and
in creating job opportunities. There are many initiatives throughout the country benefiting

1
The Ministry responsible for basic education, currently known as the Ministry of Education and
Vocational Training, is henceforth referred to as MoEVT or the Ministry.
2
Education and Training Policy, 1995, page 1.
3
The Education Sector Development Programme, 2001, page 5-6.

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from ICT. The major goal is to build a highly skilled and educated workforce with
aptitude and skills in the application of ICT in every day life. For this reason there is need
to provide schools, colleges and other educational institutions with the know-how and
resources that will include them in the knowledge society.

The integration of ICT in education will empower learners, teachers, educators, managers
and leaders to use ICT judiciously and effectively for expanding learning opportunities
and ensuring educational quality and relevance. No doubt, with the many changes that are
occurring, including globalization and the advent of knowledge societies, education
systems need to ensure that all learners have the key competencies required for forming
peaceful and prosperous societies. The use of ICT in education is the bedrock of a
knowledge society and will enable the country to contribute both to achieving Education
for All (EFA) goals and reducing the digital divide.

1.3 What is ICT?

The term Information and Communication Technology (ICT) refers to forms of
technology that are used for communication and to transmit, store, create, share or
exchange information. This broad definition of ICT includes technologies such as: radio,
television, video, telephone (both fixed line and mobile), computer and network hardware
and software; as well as the equipment and services associated with these technologies,
such as electronic mail, text messaging and radio broadcasts.

1.3 Scope of Policy

This policy covers basic education, which includes pre-primary, primary, secondary and
teacher education, as well as non-formal and adult education. The Ministry responsible
for basic education is currently known as the Ministry of Education and Vocational
Training (MoEVT). The MoEVT includes a number of semi-autonomous agencies:
Agency for Development of Educational Management (ADEM), Institute of Adult
Education (IAE), National Examinations Council of Tanzania (NECTA), Tanzania
Institute of Education (TIE), Tanzania Library Services Board (TLSB), and Vocational
Education and Training Authority (VETA).

Although this policy is limited to basic education, the Ministry recognizes that it is linked
to related activities in vocational training, higher education, regional administration and
local government, as well as ICT activities in other areas and sectors.

1.4 Expected Outcomes

The strategic integration of ICT is expected to improve access and equity to, and quality
and relevance of basic education. ICT will be used to increase the number and quality of
teachers, through improved pre-service and in-service training and better provision of
teaching and learning materials. The use of ICT is also expected to enhance the
acquisition and use of knowledge and skills for all learners, including those with special
needs. ICT use will improve the efficiency and effectiveness of the management and
administration of education, at all levels. This policy is also expected to broaden the basis
of education financing, while optimizing the use of education resources, through
partnerships and stakeholder participation.

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1.5 Prioritization and Sustainability of Implementation
In light of the scarcity of resources for education, and the complexity of ICT
implementation, this policy will be implemented in phases, so as to optimize the impact
of ICT through strategic and synergistic interventions. Teachers’ education will be given
first priority (pre-service and in-service training). The next priority is secondary
education, to be implemented in phases, followed by primary education. At the same
time, ICT will be implemented in adult education and vocational training, as well as
libraries. Concomitantly with the phased roll-out in education, ICT will be gradually
integrated in administration and management. Throughout the implementation process,
pilot projects will be developed to explore suitable venues for ICT integration, while
ongoing efforts will be closely monitored and evaluated.

The Ministry is cognizant of the risk of ICT widening existing gaps between educational
institutions, within and between urban and rural areas. At the same time, the Ministry
recognizes the potential benefits of ICT, especially for under-resourced educational
institutions, and for teachers and learners with special needs. During implementation,
efforts will therefore be made to use ICT to address and reduce existing discrepancies,
while striving to achieve all educational objectives in an equitable manner.

Given the very real constraints of lack of physical infrastructure and electrification, low
levels of skills and experience, and lack of localized content, all implementation plans
will seek to identify innovative, alternative approaches. Smart and sustainable solutions
will be sought to deal with challenges such as rural electrification, last-mile access,
software licensing and applications, and content development and delivery. An effort will
be made to identify technical solutions that optimize the use and expansion of existing
facilities, while building local skills and content, to ensure the sustainability of ICT in
terms of financial as well as human resources.

2.0. ICT Philosophy for Basic Education – Vision and Mission

VISION
A well educated and learning knowledge society

MISSION
Integrate ICT to enhance access, equity, quality and relevance of basic education, while
stimulating and improving teaching and life long learning.

The MoEVT recognizes that:

? Accessibility to and utilization of knowledge is fundamental to the development
of the country’s citizens;
? In light of the growing impact of advanced ICT on the economy of the country,
students should be provided with access to ICT-based tools so as to make a valid
contribution to society;
? ICT must be exploited to allow students greater control over their learning and
thus develop skills at their own level and speed;
? The integration of ICT in the education system will eventually boost the economic
engine of the country by preparing its citizens for the knowledge based economy;

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 ? The potential of all individuals (including the mentally and physically challenged)
can be enhanced by the use of multimedia packages and other electronic learning
tools;
? The implementation and sustenance of ICT in the education system will be via a
partnership approach involving the community, private and public organizations,
and funding agencies;
? The utilization of ICT management tools within educational institutions could
enhance the effectiveness and efficiency of the education sector; and
? The active participation of teachers and learners in the development of their own
teaching and learning materials using ICT will have positive impact on the
teaching-learning process.

3.0. Objectives and Challenges of ICT Policy for Basic

Education

3.1. Objectives of ICT Policy for Basic Education

The objectives of this policy are to:
? Integrate the use of ICT to achieve educational policy objectives;
? Promote the harmonization of activities, approaches and standards in the
educational uses of ICT;
? Ensure that there exists equitable access to ICT resources by students, teachers
and administrators in all regions and types of educational institutions and offices;
? Ensure the proper management and maintenance of ICT resources and tools;
? Ensure the organized provision of ICT training to students, teachers and
educational administrators;
? Facilitate the implementation of communication and information systems for the
effective management of the Education Sector;
? Facilitate the use of ICT as a tool for assessment and evaluation of education, as
well as administration and management;
? Encourage partnerships between the various stakeholders in the Education Sector;
? Facilitate the use of ICT resources in schools and colleges by the neighbouring
community;
? Facilitate the development and use of ICT as a pedagogical tool for teaching and
learning, and for the professional development of teachers, administrators and
managers; and
? Promote development of local content for basic education and other stakeholders

3.2. Challenges of ICT Policy for Basic Education

Some of the challenges foreseen in this policy are:
? Insufficient prioritization of ICT in the implementation of educational and
development policies;
? Inadequate experience in sharing, collaboration and partnership in ICT
implementation;
? Inadequate infrastructure, including critical supporting infrastructure such as
electricity and telecommunications, especially in rural and remote areas;

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 ? Insufficient numbers of qualified technical personnel to manage and maintain ICT
resources;
? Inadequate training and capacity development resulting in underutilization of ICT
facilities;
? Widespread view of ICT as a status symbol rather than as a crosscutting tool;
? Lack of awareness of the multifaceted uses of a wide range of ICTs, including
emerging and converging technologies;
? Poor awareness of the environmental impact resulting from the use and disposal
of ICT resources and equipment;
? Hierarchical and territorial organizational structures and cultures, and resistance
to change;
? Insufficient financial resources to ensure the equitable and sustainable integration
of ICT in education at all levels; and
? Lack of awareness among decision makers, development partners and private
sector investors on the importance of ICT for education as well as local and
national development.

4.0 Situational Analysis of ICT in Basic Education

Detailed statistics on ICT in basic education have not yet been collected, but such data
will be gathered as part of the implementation of this policy. A cursory review of the ICT
status of basic education indicates that there are some significant developments taking
place. Nonetheless, a shared framework is required to build synergies and optimize
results. Meanwhile, a concerted effort is required to address existing gaps and ensure a
positive impact of ICT integration in basic education.

4.1 General Status of ICT in Basic Education

The primary net enrolment ratio (NER) for 2006 was 96.1% with a school population of
7,063,362. For secondary level, the NER is only 13.1 %. The total number of primary
schools in the country is 14,700, the great majority of which (14,440) are government
schools. The number of primary school teachers is 151,882, out of which 148,607 are
employed by the Government. In 2007, the number of secondary schools increased to
3,360 (from 2,289 in 2006), of which 91 are government schools, 2,604 community
schools and 665 non-government schools. The number of government-employed
secondary school teachers has risen from 15,911 in 2006 to 21,667 in 2007. There are 52
teacher training colleges in the country, of which 32 are government colleges. The
language of instruction in primary education is Kiswahili, and English in secondary
education.

In general, very few schools have computers or Internet access, and most schools also
lack electricity. Most schools have radio, but very few have TV. The MoEVT is
implementing radio programmes for primary and secondary education, broadcasted
through Radio Tanzania in Kiswahili. Star TV broadcasts programmes on various
subjects for secondary education, in English. The distribution of telecommunication
landlines is limited, especially in rural areas where more than 80% of the population
lives. There is rapid increase in the use of mobile phones throughout Tanzania, and most
of the country has network coverage.

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The Ministry Headquarters has a staff of approximately 450 people. All offices have at
least one computer, a printer, and Internet access. In many offices the computer is shared
by 2-3 people. Most staff members have undergone some ICT training. In the absence of
technical support staff, technical maintenance is carried out by a small number of
technically skilled staff members. The Ministry has a Web site, www.moe.go.tz, which is
maintained by EMIS staff. The ICT status of zonal, regional and district offices is
described in section 4.5 below.

4.2 ICT Development in Teacher Education

To harmonize ICT activities, the MoEVT has launched a nationwide project for teachers’
colleges (see below). This project represents the first step in ICT integration in teacher
education.

Project “ICT Implementation in Teachers’Colleges” (http://www.teachers.or.tz)

In August 2005, the Government of the United Republic of Tanzania in collaboration
with the Swedish Government through the Swedish International Development
Cooperation Agency (Sida) initiated a project for introducing ICT in all government
teachers’ colleges. The project’s main goal is to improve the quality of pre-service and
in-service teacher education by using ICT. It is expected that principals, tutors and
students will be trained in ICT to be able to use ICT as a tool for teaching and learning as
well as for management and administration. The benefits of preparing ICT literate
teachers will spill over to schools when implementing initiatives like e-school or e-
learning. The ICT project is implemented by a team of five members under the
Department of Teacher Education in MoEVT. In colleges, principals and tutors work
together with volunteers from Volunteer Services Overseas (VSO) and United States
Peace Corps to carry out ICT activities.

Project activities and outputs:

? Hardware and software procurement and installation is almost completed. All 32
teachers’ colleges are equipped with a total of 1,250 networked thin client
computers in laboratories, using open source software. An estimate of 1:10
computer user ratio will be attained for ICT application. Personal computers using
Microsoft have been placed in seven zonal college laboratories for Cisco courses;
? All 32 colleges have internet connectivity through VSAT;
? Training of 80 tutor technician including 16 trainers is in progress following
Cisco IT essentials course, to enable one staff in every college to offer computer
installation, maintenance and repair services;
? All 900 tutors and students will be trained in ICT and computer basic skills
leading to the International Computer Driving License (ICDL) standard. Currently
33 tutors have passed the ICDL Examination and six zonal colleges are in the
process of being registered as ICDL training and test centers;
? Tutors with ICDL will engage in application programmes so that they are able to
use ICT as a teaching and learning tool;
? Training will be conducted for principals, management and administrative staff in
the Department of Teacher Education for application of ICT in planning,
maintenance of ICT resources and management information systems (e.g. EMIS);
and

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 ? The Tanzania Institute of Education (TIE) is in the process of finalizing a
curriculum for ICT in Teacher Education that will be implemented in teachers’
colleges.

4.3 ICT Development in Secondary Education

An eSchool Forum was formed in 2005 to design a programme supporting the
introduction and use of ICT in secondary education. The Forum is comprised of key
stakeholders as well as representatives from the MoEVT, with the Tanzania Education
Authority (TEA) serving as the secretariat. Nine task forces have been formed, focusing
on key areas for ICT in secondary education.

The eSchool Forum has submitted a programme proposal to the MoEVT, ICT for
Secondary Education in Tanzania: The eSchool Programme. The programme proposal
suggests a phased approach for ICT in secondary education, starting with 400 schools in
phase 1 (within 2 years), a large scale roll out covering 2,000 schools in phase 2 (within 5
years), and nationwide coverage by 2015. The proposal covers a wide range of activities
that need to be undertaken within the programme, including ICT infrastructure, technical
resources, student management at school levels (integrated EMIS), content, e-learning,
sensitization, human resources, and programme coordination and funding.

The eSchool Programme proposal is currently under review by the MoEVT, and will be
revisited upon finalization of this policy.

4.4 ICT Development in Primary Education

The Ministry has established a curriculum for ICT in primary and pre-primary education,
Teknolojia ya Habari na Mawasiliano (TEHAMA). At the moment, this subject is only
taught in a few schools located at district headquarters, which have ICT facilities. Very
few primary schools have computers or Internet access. Almost all schools have radios,
but only a few have TV, and these are restricted to areas that have electricity.

4.5 Education Management Information System (EMIS)

The Ministry of Education and Vocational Training is implementing the use of ICT in
developing capacities by using an institutional service unit known as Education
Management Information System (EMIS) to produce and manage educational data and
information. The main and desired function of EMIS is to collect, process, utilize and
disseminate education data as well as related information to educational stakeholders on a
timely basis.

The Ministry effort is to encourage the use of ICT, whereby some initiatives have taken
place. At the headquarters, networking installation has been completed. All regional and
district offices have been provided with computers and printers. Computer training for
21 Regional Education Officers (REOs), 21 Regional Academic Officers (RAOs), 121
District Education Officers (DEOs) and 121 Statistical and Logistics Officers (SLOs) has
been done, and efforts are underway to ensure that the newly recruited staff in districts
are trained as well. All zonal and district inspectorate offices have been provided with
computers and printers. Training has been conducted for some of the offices at each level.

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4.6 ICT Development at Agency for Development of Educational Management
(ADEM)
The mission of ADEM is to promote qualitative and quantitative improvement of the
Education system through training, research and consultancy in educational management
and administration. ADEM has developed online-training programs for its courses which
will be inaugurated in July 2007 (see www.adem.ac.tz). The courses are developed for
training of education cadres in the regions, to minimize the cost of training as well as to
increase the number of enrollment in these courses. The agency is also developing
training programmes using video, which will also help disabled learners.

4.7 ICT Development at Institute of Adult Education (IAE)

The Institute of Adult Education (IAE) is a public academic institution, responsible for
adult education programmes. Currently, the IAE is offering open and distance learning
through printed materials. IAE is in the process of promoting the introduction and
integration of ICT and e-learning in its regional centres across the country, to enable
prospective learners who did not have the opportunity to acquire formal education get
new and modern skills that will enable them improve their way of living.

4.8 ICT Development at National Examinations Council of Tanzania (NECTA)

NECTA has been processing examinations using various systems, starting with Wang Vs
65 mini computers from 1998 to 2000, followed by a partial migration to COBOL Open
System based on client-server model using client-server based systems (i.e. servers and
personal computers), to support rapid changes of candidatures in primary school,
secondary school and professional examinations. The council has adopted the use of
interactive web-portals for distribution of examinations results, application forms, and
other inquires, and provides its information in the form of CD-ROMs as well. NECTA is
currently developing an ICT infrastructure based on fiber optic backbone to support
transmission of data and voice, and to facilitate the implementation of an Examination
Management System based on relational databases.

4.9 ICT Development at Tanzania Institute of Education (TIE)

TIE has developed ICT syllabi for primary and secondary education: Teknolojia ya
Habari na Mawasiliano (TEHAMA) for primary schools and Information and Computer
Studies (ICS) for secondary schools. TIE is currently finalizing ICT syllabi for teacher
education. Two syllabi have been proposed: ICT Academic as a specialization subject
and ICT Pedagogy as a compulsory subject for all student teachers. The institute is
finalizing the arrangements for designing and developing e-content for all levels, starting
from pre-primary, primary, and secondary to teacher education. The expected outputs are
audio/visual and interactive content, for distribution in the form of CD-ROMs, tapes,
video cassettes and television broadcasts.

4.10 ICT Development at Tanzania Library Services Board (TLSB)

TLSB operates 18 regional and 15 district libraries. The only ICT project that is being
carried out by the Board is the production of Tanzania National Bibliographies. National
library outputs are recorded and stored in a database. Individual regional libraries such as

8
Morogoro, Iringa and Arusha have also been providing Internet and e-mail services to
their clients. TLSB has plans for having an ICT integrated system, and a local area
network (LAN) system has just been installed at the National Central Library. This will
enable the Board to automate its library services and functions, provide Internet and e-
mail services, connect to national and international databases and resources, and provide
MIS to the TLSB management and MoEVT. Similar practices will be emulated in
regional and district libraries.

4.11 ICT Development at the Vocational Education and Training Authority (VETA)
VETA is charged with the overall responsibility of coordinating, regulating, financing,
providing and promoting vocational education and training. The Authority owns 22
vocational training centres distributed in the regions, and coordinates more than 860
centres throughout the country, which are owned by government, NGOs or private. 15 of
the VETA-owned centres conduct computer courses, and 190 Non-VETA centres have
computer courses, ranging from normal applications, to computer maintenance and
medium network administration. Currently, VETA is in the process of building an ICT
Excellency Centre in Dar es Salaam, and three other centres will be built in Pwani,
Manyara and Lindi, equipped with ICT and tools for office use and training.

4.12 Other Initiatives

Community telecenters are providing access to some primary and secondary schools.
More than 1,000 refurbished computers have been distributed to schools through NGOs.
The Tanzania Education Authority (TEA) has supported the acquisition of ICT resources
in 7 secondary schools. The ICT for Rural Development (ICT4RD) pilot project is
exploring a broadband model for rural areas, with access to secondary schools in Bunda,
Serengeti and Bagamoyo districts. The Tanzania Education and Research Network
Project (TERnet) of the Ministry of Higher Education, Science and Technology
(MHEST) provides information for higher education. There are some ICT facilities for
teachers and learners with disabilities, at the Open University of Tanzania (OUT) and
University of Dar es Salaam (UDSM). UDSM has several initiatives for the use of ICT in
teaching, learning and teacher education, and the OUT has an e-learning programme.

Since 1998, the International Institute for Communication and Development (IICD) of
the Netherlands has been supporting pilot projects in different fields of ICT in education,
including: Tanzania Computer Literacy for Secondary Schools (TCLSS), education and
information services through Web sites (TanEdu, Wanafunzi) and ICT training for
teachers (TC-CONNECT-TED).

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5.0 Policy Context
The context of this Policy for ICT implementation in the education sector originates from
a number of country policy documents. Policy documents which bring ICT into the
forefront are briefly described below:

5.1 The Tanzania Development Vision 2025

The Vision envisages a nation imbued with five main attributes: high quality livelihood;
peace, stability and unity; good governance; a well educated and learning society; and a
strong and competitive economy capable of producing sustainable growth and shared
profits. The Vision explicitly includes ICT by noting ‘The new opportunities that ICT is
opening up can be harnessed to meet the goals of the Vision’(p. 21).

5.2 The National Strategy for Growth and Reduction of Poverty (NSGRP)
The NSGRP, commonly known by its Kiswahili acronym MKUKUTA, states that
education is one of the priority sectors in Tanzania. The long term impact on society of
the proposed guideline include empowered citizens making better decisions based on
more information, being able to use efficient communications tools to the benefit of their
income generating and private activities, and thus contribute to the citizens’ endeavor to
achieve a better life and less poverty.

5.3 The Millennium Development Goals (MDGs)

Tanzania is committed to achieving the Millennium Development Goals (MDGs) for
poverty reduction. The MDGs to achieve universal primary education and to address
gender disparity in education are of direct relevance to the MoEVT, as is the goal of
developing a global partnership for development. This policy takes heed of the fact that
ICT is considered an important tool in assisting Tanzania to achieve all MDGs.

5.4 National Information and Communications Technologies Policy

Tanzania’s National ICT policy, adopted in March 2003, recognizes that “there are new
opportunities in applying ICT to enhance education, including curriculum development,
teaching methodologies, simulation laboratories, life-long learning and distance
education” (p.21). The policy calls for the development of a nationwide e-education
system, the teaching of ICT at all levels of education and training, and the use of ICT to
improve the quality of delivery of education (section 3.4). It also recognizes the role of
the education system in nurturing ICT skills for future labour markets.

5.5 Education and Training Policy of 1995 (ETP)

The ETP recognises the role of computer studies in fostering technological and scientific
developments. The policy states that in school curriculum, emphasis will be on the
teaching of science and technological subjects including computer studies (p. 52).

5.6 The Education Sector Development Programme (ESDP)

The ESDP is a sector-wide programme for the reform and development of education in
Tanzania, which includes two major programmes on basic education:

The Primary Education Development Plan II (PEDP II) 2007-2011, aims at

offering Universal Primary Education, i.e. education for all children at the age of
7 – 13 years. During PEDP I (2001-2006), the MoEVT reached the target of
increasing enrolled primary school pupils from just under 5 million in 2002 to just

10
 under 8 million (NER 96,1%) in 2006. The target for PEDP II is to reach 99%
enrolment by 2015. This will require approximately 52,000 additional teachers by
2011.

The Secondary Education Development Plan (SEDP) 2004 – 2009, aim to have
2,000,000 pupils in forms 1 to 6 by 2010 compared to 345,000 in 2003, in other
words about six times more pupils. This will require about 38,000 new teachers.

Major education reforms that are taking place in the country through PEDP and SEDP
put pressure on teacher education. Teacher education programmes are striving to
accommodate the rising demand for more qualified teachers as well as the changing role
of teachers into facilitators of learning and problem solving. This calls for a shift from the
heavy dependency on text materials for teaching and learning to one of wider access
based on ICT. The use of ICT-mediated training and distance education has been
identified as one of the strategies for access and quality improvement.

Both PEDP and SEDP have given priority in strengthening ICT-based information
management at all levels. An introduction of computer courses into primary schools,
secondary schools and teacher training colleges need be given priority.

5.7 Education Sector Review

The education sector review of 2006 reiterates the need to expand the use of ICT to
improve quality in education. The review calls for improved school facilities (teaching
and learning materials including ICT). It also underlines the need to harmonize MIS in
the education sector and urges that the integration into EMIS be given a high priority.

5.8 The World Summit on the Information Society (WSIS)

Tanzania is a signatory to the WSIS Declaration of Principles and Action Plan, the aim of
which is to build a people-centred, inclusive and development-oriented Information
Society. WSIS targets for education, to be achieved by 2015, include: “to connect
universities, colleges, secondary schools and primary schools with ICT; and to adapt all
primary and secondary school curricula to meet the challenges of the Information
Society.” In addition, the WSIS Plan of Action recognizes that domestic policies need to
be developed to “ensure that ICT are fully integrated in education and training at all
levels, including in curriculum development, teachers training, institutional
administration and management, and in support of the concept of lifelong learning.”

5.9 Other Related National ICT Initiatives

Tanzania is in the process of implementing a number of policies, strategies and initiatives
that will all impact the integration of ICT into education significantly. Some are directly
related to national ICT infrastructure and include the National ICT Backbone
Infrastructure initiative, implementing the National e-Government Strategy, and the Rural
Telecommunications ICT Fund. Others less obviously ICT related, but equally relevant,
include the Local Government Reform Programme and TANESCO’s Rural
Electrification Programme. It is imperative that the implementation of this policy takes
cognisance of current and emerging programmes of this nature with a view to reducing
costs, not duplicating efforts and increasing value through synergies. This places an
important internal role of coordination and alignment on the MoEVT.

11
5.10 Stakeholder Participation
The Ministry of Education and Vocational Training (MoEVT) recognizes the input of a
wide range of stakeholders in conceptualizing and implementing activities related to the
introduction of ICT in education in Tanzania. Stakeholder consultations have taken place
through a variety of fora since 2002, organized by key stakeholders and partners. In
preparing this policy, the MoEVT recognizes stakeholder inputs as presented in the
following fora/reports:

? ICT in Education, round table conference organized by the International Institute

for Communication and Development (IICD), Bagamoyo February 2002;
? Thinking Through the Use of ICT in Secondary Education in Tanzania, series of
workshops with key stakeholders organized by the International Institute for
Communication and Development (IICD) and the Tanzania Commission for
Science and Technology (COSTECH), May 2006;
? Future of ICT in Education, workshop organized by the MoEVT, with the
support of the Swedish International Development Cooperation Agency (Sida),
Kunduchi Hotel, Dar es Salaam, January 2005;
? ICT in Education, Follow up to Kunduchi workshop with all stakeholders,
Bagamoyo, August 2005;
? The eSchool Programme Proposal for ICT for Secondary Education in Tanzania,
based on inputs of 9 multi-stakeholder task forces, May 2006; and
? Stakeholder Workshop on Draft ICT Policy for Education, organized by the
MoEVT, Kunduchi Hotel, Dar es Salaam, 20 October 2006.

12
6.0. ICT Policy Statements
The ICT policy statements have been categorized into six areas as follows:

? Infrastructure and Technical Issues

? Curriculum and Content
? Training and Capacity Building
? Planning, Procurement and Administration
? Management, Support and Sustainability
? Monitoring and Evaluation

6.1. Infrastructure and Technical Issues

A concerted effort is required to provide adequate ICT infrastructure throughout the
education sector, from computers, digital equipment, telecommunications, and Internet
access to radio and TV, as well as supportive infrastructure such as electricity. The
infrastructure will serve the needs of all stakeholders in education, including students,
teachers, parents, local communities, administrators and managers.

Given the current lack of ICT infrastructure, the roll-out of ICT will be carried out in
phases, with the overall aim of nationwide coverage by 2025. From the outset, an effort
will be made to provide infrastructure to remote and underserved areas, using
technological solutions that are suited to local needs and conditions.

Statement No. 6.1.1.

The MoEVT will ensure the establishment of the necessary infrastructure to facilitate the
adoption of ICT within the education system.

Statement No. 6.1.2.

Infrastructure development will be carried out in close collaboration with relevant ICT
initiatives in Tanzania, in order to reduce costs and to optimize synergies.

Statement No. 6.1.3.

The Ministry recognizes the challenges posed by the lack of nationwide electrification
and will explore alternative energy solutions, especially in rural areas.

Statement No. 6.1.4.

The Ministry recognizes the importance of ensuring that people with special needs get
access to adequate ICT facilities.

Statement No. 6.1.5.

The MoEVT will work with relevant stakeholder groups to develop and implement
strategies to deal with licensing, intellectual property rights, use of software, disposal of
used ICT equipment, security and information dissemination associated with ICT use in
the education system.

13
Statement No. 6.1.6.
The MoEVT will adopt to the extent possible a common set of standards for hardware,
system architecture, and software (proprietary as well as free and open source) for use in
the education system.

Statement No. 6.1.7.

The MoEVT will encourage the development and deployment of localized software and
operating systems, as well as applications developed to meet Tanzanian contexts.

Statement No. 6.1.8.

The MoEVT will collaborate with relevant educational institutions to examine and
implement the optimal configuration and utilization of ICT in classroom, library, and
laboratory environments, with focus on equitable access and quality.

Statement 6.1.9.
The MoEVT will ensure that public libraries are sufficiently resourced to effectively act
as points of dissemination of ICT-based information resources.

Statement No. 6.1.10.

The MoEVT will explore all possible options of procuring and upgrading facilities,
including refurbished computers, given due consideration to the maintenance,
environmental impact and eventual replacement of these systems.

Statement No. 6.1.11.

The MoEVT will negotiate for preferential education tariffs in ICT facilities, including
the cost of access, connectivity, services and equipment.

Statement No. 6.1.12.

The MoEVT will establish modalities for the sharing of ICT resources, in order to reduce
costs and avoid duplication of efforts, as and when appropriate.

6.2. Curriculum and Content

The successful integration of ICT in education requires continuous reviews of the
curriculum, to accommodate training in ICT as well as ICT-enabled teaching and
learning. ICT will be taught as a subject, and integrated as a pedagogical tool for teaching
and learning in other subject areas. The use of ICT will require adjustments to more
learner-centered and interactive teaching methods, thus redefining the role of the teacher
as a facilitator. In order to optimize the use of ICT in education, ICT should also form an
integral part of efforts to improve the quality and relevance of the curriculum for all
levels.

Curricular reviews will be accompanied by the development of content, including e-

content, i.e. instructional content or learning experiences that are delivered or enabled by
ICT. Content development should be well-aligned with curricular goals and objectives,
while addressing the shortage of teachers as well as teaching and learning materials.

Statement No. 6.2.1.

14
The MoEVT will ensure that ICT is integrated into the curriculum at pre-primary,
primary, secondary and teacher education levels, as well as non-formal and adult
education levels, and that the curriculum is revised accordingly.

Statement No. 6.2.2.

The MoEVT will collaborate with other educational institutions to ensure that subject-
specific pedagogy includes the integration of ICT in the teaching and learning process,
e.g. the classroom. If necessary, it will be advised that courses be modified or new
courses be introduced to satisfy that need.

Statement No. 6.2.3.

The MoEVT will develop guidelines to promote and encourage the development of high-
quality e-content and local content, and establish appropriate mechanisms for regulation,
while ensuring that the content is made uniformly available in all learning institutions
through the use of appropriate ICT.

Statement No. 6.2.4.

The MoEVT will collaborate with relevant institutions to develop and disseminate
content that addresses critical development issues, and the preservation and promotion of
Tanzania’s history and cultural identity and diversity, within the education sector.

Statement No. 6.2.5.

The MoEVT will provide appropriate guidelines for selection, evaluation, management
and utilization of relevant software packages and e-resources for integration into the
curriculum.

Statement No. 6.2.6.

The MoEVT will encourage the use of free and easily accessible teaching and learning
materials, as well as free and open source software.

Statement No. 6.2.7.

The MoEVT will ensure that ICT is used in the teaching and learning process to support
the mastery of subject matter while addressing individual learner’s differences, critical
thinking skills, and language, through interactive and participatory learning.

Statement No. 6.2.8.

The MoEVT will ensure that special efforts are made to use ICT in education for teachers
and learners with disabilities and other special needs.

Statement No. 6.2.9.

The MoEVT will provide the opportunity for fostering the creative and interactive
capacity of learners and teachers through the use of ICT and multimedia.

Statement No. 6.2.10.

The MoEVT will optimize the use of a combination of ICTs (e.g. radio broadcasts of
online content, SMS-enabled interactive TV programmes etc) for the development and
distribution of content, as well as networking and collaborative exchanges between
teachers and learners, within and outside the country.

Statement No. 6.2.11.

15
The MoEVT will ensure that learners and educators are empowered to deal with Internet-
related risks such as the protection of privacy, content verification, and avoiding harmful
content. The Ministry will develop guidelines for ethical use of ICT.

6.3. Training and Capacity Building

The MoEVT recognizes the need for continuous training programmes to build sufficient
capacity among staff and other stakeholders. ICT training will range from ICT literacy
and technical development skills to the use of ICT in management and administration.
Special efforts will be made to train teachers and educators in ICT content development,
trouble-shooting, and pedagogical uses.

Given the wide applicability of ICT for training and professional development, ICT-
enabled training methods will be fully explored, including distance education, e-learning,
m-learning and blended learning. Training will be offered on a continuous basis to enable
staff and other stakeholders to keep up to date with technological and pedagogical
developments.

Statement No 6.3.1.
The MoEVT will establish a cadre of ICT technicians, system administrators, and ICT
experts to manage, control and maintain ICT facilities, at all levels.

Statement No 6.3.2.
The MoEVT will ensure adequate training of administrative and management staff in
relevant ICT systems, including standard office software and EMIS.

Statement No 6.3.3.
The MoEVT will ensure that every educational institution and administrative office has at
least one staff member who is sufficiently trained to provide ongoing technical and user
support for ICT integration.

Statement No 6.3.4.
The MoEVT will ensure pre-service and in-service training of teachers and educators in
computer literacy and the educational uses of ICT. A sufficient number of specialized
ICT teachers will also be trained, and retention mechanisms put in place.

Statement No 6.3.5.
The MoEVT will ensure that a sufficient number of subject experts, curriculum
developers, and educational content developers are trained in the development and use of
ICT as a pedagogical tool.

Statement No 6.3.6.
The MoEVT will ensure that library and resource center staff are trained in ICT use and
in ICT-enabled information management, including on-line search, retrieval, storage,
security, and distribution of information.

Statement No 6.3.7.
The MoEVT will ensure that technical staff receive continuous in-service training to stay
up-to-date with technological developments.

16
Statement No 6.3.8.
The MoEVT will work in close collaboration with relevant stakeholders to explore and
make use of ICT-enabled training methods, including distance education, e-learning (on-
and off-line), m-learning (learning through mobile technologies) and blended learning (a
combination of ICT-based and classroom learning).

Statement No 6.3.9.
The MoEVT will ensure the use of ICT-enabled training methods in the training and
professional development of people with disabilities and other special needs.

Statement No 6.3.10.
The MoEVT will promote sensitization of key stakeholders on the use of ICT in
education.

6.4. Planning, Procurement and Administration

Effective and efficient planning for ICT provides important strategies to advance the
State Purchasing Policy objectives as well as provision of knowledge to all stakeholders.
In terms of planning for ICT procurement, the Ministry will consider and plan its
strategies for ICT total cost of ownership, value for money, risk management, training
and the review of existing ICT supply arrangements.

Statement No. 6.4.1.

The MoEVT will collaborate with stakeholder groups to establish and review
procurement guidelines and procedures for the acquisition and security of ICT
equipment, peripherals and accessories, within the framework of the Tanzania
Procurement Act.

Statement No. 6.4.2.

The MoEVT will ensure the establishment of protocols for the identification, evaluation
and selection of appropriate software, including free and open source software (FOSS),
for use in computers at all levels.

Statement No. 6.4.3.

The MoEVT will oversee the recruitment, training, deployment and retention of suitable
persons for the development, management and operation of ICT systems throughout the
Ministry. Local personnel will be given priority.

Statement No. 6.4.4.

The MoEVT will implement mechanisms for attracting and retaining teachers and
administrators in ICT within the education system by providing incentives to teachers and
administrators who are exceptional in effectively promoting and utilizing ICT in the
classroom and in simultaneously performing other functions.

Statement No. 6.4.5.

The MoEVT will ensure that all educational institutions are linked together in a secure
network for administrative purposes (e.g. EMIS), with access to the Internet for teaching
and learning and professional development (e.g. electronic research and communication).

17
6.5. Management, Support and Sustainability
Integration of ICT into the education system requires the leadership of the government
and the ministry of education, working together with other relevant ministries and other
stakeholders and partners. The leadership will provide a clear vision of why the
government is enabling the use of ICT within the various sectors of the education system
and the type of society it hopes to achieve by doing so.

Statement No. 6.5.1.

The MoEVT will make necessary budgetary provisions associated with the capital and
operational costs of ICT facilities.

Statement No. 6.5.2.

The MoEVT will adopt an explicit strategy for technical support and maintenance, with
adequate staff and budget to service the needs of the Ministry, at all levels.

Statement No. 6.5.3.

The MoEVT will foster collaboration and partnerships with stakeholders in the
integration of ICT. Private sector partnerships will be encouraged in the spirit of
corporate social responsibility.

Statement No. 6.5.4.

The MoEVT will build and encourage a culture of responsible service and maintenance
of hardware and software.

Statement No. 6.5.5.

The MoEVT will ensure that standard human health principles are adhered to in the use
of ICT in education.

Statement No. 6.5.6.

The MoEVT will ensure an environmentally sustainable use and disposal of ICT, to avoid
harmful consequences and abide to environmental care requirements.

Statement No. 6.5.7.

The MoEVT recognizes the challenges posed by digital ageing and will explore solutions
to be incorporated in the education system, including open document formats and
alternative storage media.

Statement No. 6.5.8.

The MoEVT will develop and issue guidelines for ethical and acceptable use of ICT in
education and ensure adherence.

Statement No. 6.5.9.

The MoEVT will provide guidelines for inventory of ICT resources, including software
licenses.

Statement No. 6.5.10.

The MoEVT will encourage educational institutions to make ICT facilities available to
the community and will use the proceeds from the sale of these services to upgrade and
sustain the facilities and programmes. However, these activities should not compromise
access and quality of services for teachers and learners.

18
Statement No. 6.5.11.
The MoEVT will adopt a partnership approach to the financing of ICT in education.

Statement No. 6.5.12.

The MoEVT will optimize the use of ICT for improved communication and information
systems in administration, management and professional development.

6.6. Monitoring and Evaluation

The implementation of this policy requires systematic Monitoring & Evaluation (M&E)
by all stakeholders. M&E will be used to research and develop ICT integration, to learn
from past experiences, to improve implementation and service delivery, to assess and
allocate resources, and to demonstrate results. It will also enable the MoEVT to
coordinate all activities, while offering a means for accountability to key stakeholders.

Statement No 6.6.1.
The MoEVT will work in close collaboration with key stakeholders to establish
instruments and mechanisms for continuous monitoring and evaluation, including
criteria, indicators and benchmarks for assessment of implementation and impact.

Statement No 6.6.2.
The MoEVT will expect stakeholders to provide regular M&E input to ensure the
harmonization of all ICT in education activities.

Statement No 6.6.3.
The MoEVT will develop and strengthen EMIS to accommodate M&E of ICT in
education.

Statement No 6.6.4.
The MoEVT will explore the use of suitable ICT, including mobile technology, to
facilitate M&E of ICT in education.

Statement No. 6.6.5.

The MoEVT will establish appropriate mechanisms for the involvement of all
stakeholders in determining the relevance and future use of ICT within the education
system.

Statement No. 6.6.6.

The MoEVT will establish appropriate mechanisms for stakeholders to undertake
research and development of ICT in education and to assess the impact of ICT in the
education system.

Statement No 6.6.7.
The MoEVT will collaborate with appropriate stakeholders to monitor the environmental
impact of the use and disposal of ICT resources.

Statement No 6.6.8.

19
The MoEVT will promote information sharing, equity, transparency and accountability to
all stakeholders in the implementation of this policy.

20
7.0. Modalities for Implementation
It is imperative to have a well organised framework for the implementation of this policy.
The following are the basic guidelines for safeguarding a proper integration of ICT in
education:

? The MoEVT will publicise this policy on ICT in education in as many ways as
possible to make it known to all stakeholders, and take stakeholder views into
consideration in future reviews of this policy;

? The Ministry will form an ICT4E Unit and a network of ICT4E Focal Persons in
all departments to oversee the integration of ICT in basic education;

? The ICT4E Unit will facilitate the preparation and implementation of the
necessary Action Plans, in collaboration with stakeholders;

? The ICT4E Unit will be advised by a Steering Committee, comprised of key

stakeholders, partners and Ministry representatives, as well as Technical Advisory
Groups for specific areas;

? The implementation of this policy will be via a partnership approach involving the
community, private and public organizations, and development partners;

? The Ministry will value what work has been done by other partners, and together
with those partners, use their work to foster greater success in implementation;
and

? The implementation of this policy will be aligned to all relevant national and
sectoral ICT programmes in Tanzania, as well as related regional and
international initiatives.

21
8.0. Appendices
Appendix I: Draft Terms of Reference for ICT4E Unit at MoEVT
The ICT4E Unit has overall responsibility for the coordination and integration of ICT in
basic education, in accordance with the ICT Policy for Basic Education and other
relevant national, sectoral and MoEVT policies. The terms of reference for the ICT4E
Unit will be revised, as and when required.

Responsibilities:
1. Coordination and integration of:
a. ICT in teaching and learning (academic/pedagogical)
b. ICT in administration and management (technical tools and systems)
2. Management and maintenance of Ministry-wide ICT resources (e.g. hardware,
software, network, intranet, web site etc)
3. Technical support for Department-specific ICT systems (e.g. EMIS)
4. Training, capacity development and awareness of Ministry staff
5. ICT end-user support
6. Recruitment of technical staff
7. Up to date and relevant ICT4E expertise
8. Development of ICT policies, standards and regulations, and oversee their
implementation
9. Technical direction of ICT integration
10. Coordination of as well as advice and support to ICT4E Focal Persons in MoEVT
and its Agencies
11. Liaison with ICT Coordinators in other ministries and agencies
12. Liaison with relevant regional and international ICT4E initiatives
13. Establishment and management of partnerships as well as stakeholder
collaboration and participation in MoEVT ICT for education initiatives
14. Liaison with Steering Committee and Technical Advisory Groups
15. Timely, open and transparent communication and information sharing with all
relevant stakeholders, within and outside the MoEVT
16. Any other responsibilities as specified by MoEVT

Reporting
? Regular reporting to the Permanent Secretary of MoEVT

22
Appendix II: Proposed Operational Structure for ICT4E Unit in MoEVT

MoEVT
ICT4E
Steering
Committee
ICT4E MoEVT
Focal Persons ICT4E
Technical
in MoEVT Advisory
Departments
Groups

ICT4E
Focal Persons MoEVT ICT4E
in MoEVT ICT4E Partners
Agencies
Unit

Global and ICT4E

Regional Stakeholders
ICT4E
Initiatives ICT
Initiatives
in Tanzania

23
Appendix III: Indicative Partnership Framework for Implementation

Public sector Private Sector Civil Society/Public Interest/Advocacy Acad

Infrastructure and Technical Issues
-Ministry of Energy and Minerals -ICT Suppliers -Community Based Organizations (CBOs) -
-Ministry of Finance -Service Providers -Non-Governmental Organizations (NGOs) -
-Ministry of Higher Education, Science and Technology -Technical Industry Groups -
-Ministry of Infrastructure Development (
-President’s Office-Public Sector Management (PO-PSM) -
-Tanzania Communications Regulatory Authority (TCRA)
-Tanzania National Electricity Supply Company (TANESCO)
Curriculum and Content
-Ministry of Information, Culture and Sports -Content Providers -Community Based Organizations (CBOs) -
-National Examinations Council of Tanzania (NECTA) -Media & Broadcast companies -Non-Governmental Organizations (NGOs) -
-President’s Office-Public Sector Management (PO-PSM) -Publishers -Tanzania Education Network -
-Tanzania Global Development Learning Centre (TGDLC) -Service Providers
-Tanzania Institute of Education (TIE)
-Tanzania Library Services Board (TLSB)
Training and Capacity Building
-Agency for Development of Educational management (ADEM) -Content Providers -Community Based Organizations (CBOs) -
-Dar es Salaam Institute of Technology (DIT) -ICT Suppliers -Non-Governmental Organizations (NGOs) -
-Institute of Adult Education (IAE) -Service Providers -Tanzania Education Network -
-Ministry of Community Development, Gender and Children -Technical Industry Groups
-Tanzania Global Development Learning Centre (TGDLC)
-Tanzania Institute of Education (TIE)
-Vocational Education and Training Authority (VETA)
Planning, Procurement and Administration
-Ministry of Energy and Minerals -Content Providers -Community Based Organizations (CBOs) -
-Ministry of Regional Administration and Local Government -ICT Suppliers -Non-Governmental Organizations (NGOs)
-Ministry of Infrastructure Development -Service Providers -Tanzania Education Network
-President’s Office-Public Sector Management (PO-PSM) -Technical Industry Groups
-Tanzania Education Authority (TEA)
Management, Support and Sustainability
-Dar es Salaam Institute of Technology (DIT) -Content Providers -Community Based Organizations (CBOs) -
-Ministry of Energy and Minerals -ICT Suppliers -Non-Governmental Organizations (NGOs) (
-Ministry of Finance -Service Providers -Technical Industry Groups -
-Tanzania Global Development Learning Centre (TGDLC)
-Vice President’s Office-Environment
Monitoring and Evaluation
-President’s Office-Public Sector Management (PO-PSM) -Content Providers -Community Based Organizations (CBOs) -
-Ministry of Planning and Economic Empowerment -ICT Suppliers -Non-Governmental Organizations (NGOs) (
-Ministry of Regional Administration and Local Government -Service Providers -Tanzania Education Network -
-Tanzania Institute of Education (TIE) -

24
9.0. References
1. Tanzania Development Vision 2025, United Republic of Tanzania, July 2002.
2. The Secondary Education Development Plan (SEDP) 2004 – 2009 United Republic
of Tanzania, July 2003.
3. The Primary Education Development Plan II (PEDP II) 2007 - 2011, United
Republic of Tanzania, 2006.
4. Education and Training Policy 1995, United Republic of Tanzania, 2002.
5. The Education Sector Development Programme, United Republic of Tanzania,
August 2001.
6. National Information and Communications Technologies Policy. United Republic
of Tanzania, March 2003.
7. Education Sector Review, United Republic of Tanzania/Education Sector
Development Programme, Aide-Memoire, February 2006.
8. WSIS Declaration of Principles and WSIS Action Plan, World Summit on the
Information Society Geneva, December 2003, and Tunis, November 2005.
9. Policy and Strategic Framework for ICT in Education, Ministry of Education and
Vocational Training, Zanzibar, draft March 2006.
10. ICT for Secondary Education in Tanzania: The eSchool Programme, draft proposal
prepared by eSchool Forum for Ministry of Education and Vocational Training,
May 2006.
11. Thinking Through the Use of ICT in Secondary Education in Tanzania.
Deliberations of a Multi-Stakeholder Work Group in Education, COSTECH-IICD,
May 2006.
12. National Information and Communication Technology (ICT) Strategy for Education
and Training, Ministry of Education, Republic of Kenya, June 2006.
13. ICT Policy for Education, Republic of Namibia.
14. Enhancing quality and access to good education through ICTs. Koers, Sophie/IICD,
2005.
15. Draft IT Policy, Ministry of Education & Culture Kingston, Jamaica, December
1998.
16. IT2000- A Vision of an Intelligent Island, Singapore National Computer Board,
November 1997.
17. Seven Steps to Responsible Software Selection, ERIC DIGEST-Clearinghouse on IT
18. The Millennium Project Proposal- The Incorporation of IT in the Education System,
Ministry of Education, Human Resource Development Youth & Sports, St. Lucia,
February 1999.
19. Student and Staff Access to Online Information Resources, The Winnipeg School
Division No.1.
20. Implementing the Executive Order on Computer Software Piracy-Federal Software
Management Program Model Guidelines, USA Federal CIO Outreach Committee,
March 1999.
21. Draft Education Policy, Ministry of Education, Culture and Women’s Affairs, St.
Vincent and the Grenadines, December 1995.

25